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  • 1.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Conditions of action and Theories of knowledge1998In: Nordisk fysioterapi, ISSN 1402-3024, Vol. 2, no 1, p. 41-43Article in journal (Other academic)
  • 2.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Coping with PBL: The relation between goal documents and the learning process1998In: Universitetspedagogisk konferens: CUL-dagen 1998,1998, Linköping: Linköpings universitet , 1998, p. 19-22Conference paper (Other academic)
  • 3.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Coping with problem-based learning. Formal intentions and informal strategies.1998In: International Confederation for Educational Development in Higher Education,1998, 1998Conference paper (Other academic)
  • 4.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Examination enligt metoden Triple Jump1993In: PBI - erfarenheter från Hälsouniversitetet, Lund: Studentlitteratur , 1993, p. 171-176Chapter in book (Other (popular science, discussion, etc.))
  • 5.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Goal documents as a means for directing autonomous learning - an illusion?1997In: International Conference on Project Work in University Studies,1997, 1997Conference paper (Other academic)
  • 6.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Lärande i sjukgymnastik. Om förändring i uppfattningar av patientmötet genom utbildning och professionell erfarenhet.1997In: Sjukgymnastdagarna,1997, 1997Conference paper (Other academic)
  • 7.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    PBI i distansundervisningen1994Report (Other academic)
  • 8.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Educational Sciences.
    PBL through the looking glass: Comparing applications in computer engineering, psychology and physiotherapy2003In: International journal of engineering education, ISSN 0949-149X, Vol. 19, no 5, p. 672-681Article in journal (Refereed)
    Abstract [en]

    The present investigation aims at describing and analysing aspects of students’ experiences of PBL within three different academic contexts; computer engineering, psychology and physiotherapy respectively. A sociocultural perspective was outlined as a theoretical point of departure. Altogether 58 students participated in the study. Semi-structured interviews were used as the method of data collection. Data were analysed qualitatively. The results showed differences between how problem-based learning is realised and understood by the students in the three programmes. These differences are discussed in relation to the perspectives of knowledge and learning embedded in the programmes as reflected through the students' experiences.

  • 9.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Physical therapy students' conceptions of clinical problem-solving during examination according to the Triple Jump method1995In: International Conference on Problem-based Learning in Higher Education: Interfaculty, Program-oriented and General Experiences,1995, 1995Conference paper (Other academic)
  • 10.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Portraits of PBL: A cross-faculty comparison of student's experiences2001Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The aims of the present investigation were to describe and analyse aspects of students' experiences of PBL within three different academic contexts, computer engineering, psychology and physiotherapy. The idea of PBL as an educational approach comprises certain key features that are described in the literature as general and important for student learning. On the part of the student, learning in context and social interaction is highly emphasised together with the importance of developing metacognitive skills. There are however, co-existing descriptions in the literature of what constitutes PBL and what the theoretical evidence for the educational approach is.

    The point of departure for the study was that the ways of adopting PBL may look different from the taken-for-granted perspectives of knowledge embedded in the scientific disciplines and their professionai practices. A sociocultural perspective was outlined as a point of departure for this standpoint. The sociocultural perspective of learning, thinking and action focuses on how individuals and groups acquire physical and cognitive resources and the interplay between the collective and the individual level. In this investigation, the interplay between a global and local level is studied by focusing on the ways PBL are implemented from the students' perspective.

    Altogether 58 students participated in the study; 20 physiotherapy, 20 psychology and 18 engineering students. Semi-structured interviews, which were tape-recorded and later transcribed, were used as the method of data collection. Data were analysed qualitatively. The physiotherapy students were interviewed in 1993 and the psychology and information technology students in 1997. The results showed that there were differences between how problem-based learning is realised and understood by the students in the three programmes. These differences are described and discussed in relation to the perspectives of knowledge and learning embedded in the programmes that are reflected through the students' experiences.

    List of papers
    1. Portraits of PBL: Students' experiences of the characteristics of problem-based learning in physiotherapy, computer engineering and psychology
    Open this publication in new window or tab >>Portraits of PBL: Students' experiences of the characteristics of problem-based learning in physiotherapy, computer engineering and psychology
    2002 (English)In: Instructional science, ISSN 0020-4277, E-ISSN 1573-1952, Vol. 30, no 2, p. 111-127Article in journal (Refereed) Published
    Abstract [en]

    The present study is part of a comprehensive research project with the general aims of comparing how problem-based learning is realised in three different professional educational programmes. The specific aims of this study are to describe and analyse how students in the three different programmes conceive of the meaning of problem-based learning and how they experience their studies within a problem-based learning programme. The PBL programmes are a Bachelor's programme in Physiotherapy, a Master's programme in Psychology, and a Master's programme in Computer Engineering. Data were analysed qualitatively. The results reveal differences in how the students in the three programmes conceive of their autonomy as learners, co-operation with their counterparts and the authenticity of the learning task. The findings possibly also reflect the taken-for-granted perspectives of knowledge, embedded in the cultures of the professional practices and the scientific disciplines to which the programmes pertain.

    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-23113 (URN)10.1023/A:1014819418051 (DOI)2510 (Local ID)2510 (Archive number)2510 (OAI)
    Note
    The original publication is available at www.springerlink.com: Madeleine Abrandt Dahlgren and Lars-Ove Dahlgren, Portraits of PBL: Students' experiences of the characteristics of problem-based learning in physiotherapy, computer engineering and psychology, 2002, Instructional science, (30), 2, 111-127. http://dx.doi.org/10.1023/A:1014819418051 Copyright: Springer Science Business Media http://www.springerlink.com/ Available from: 2009-10-07 Created: 2009-10-07 Last updated: 2017-12-13
    2. Portraits of PBL: Course objectives and students' study strategies in computer engineering, psychology and physiotherapy
    Open this publication in new window or tab >>Portraits of PBL: Course objectives and students' study strategies in computer engineering, psychology and physiotherapy
    2000 (English)In: Instructional science, ISSN 0020-4277, E-ISSN 1573-1952, Vol. 28, no 4, p. 309-329Article in journal (Refereed) Published
    Abstract [en]

    The central theme of the investigation concerns the role of course objectives in relation to students' study strategies in problem-based learning (PBL). The results comprise data from three different PBL programmes at Link÷pings Universitet, a Bachelor's programme in physiotherapy, a Master's programme in psychology, and a Master's programme in Computer Engineering, respectively. In all three programmes, the faculty provides course objectives with the intention that these should function as a supportive structure and guide for the students' independent studies. The results show that the objectives were used differently in the different programmes, as an integrated tool in the learning process, as an administrative schedule or as a retroactive checklist, respectively. The students' use of the course objectives in the learning process varied according to how the objectives were formulated and conceived. The relationship between the format of objectives provided by the faculty and how students deal with them in the learning process could also denote fragments of the different educational cultures within the three programmes and how the meaning of problem-based learning is interpreted.

    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-39166 (URN)10.1023/A:1003961222303 (DOI)47028 (Local ID)47028 (Archive number)47028 (OAI)
    Note
    The original publication is available at www.springerlink.com: Madeleine Abrandt Dahlgren, Portraits of PBL: Course objectives and students' study strategies in computer engineering, psychology and physiotherapy, 2000, Instructional science, (28), 4, 309-329. http://dx.doi.org/10.1023/A:1003961222303 Copyright: Springer Science Business Media http://www.springerlink.com/ Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2017-12-13
    3. Portraits of PBL: The Differential Impact of Assessment on Students' Approaches to Learning in Psychology, Computer Engineering, and Physiotherapy
    Open this publication in new window or tab >>Portraits of PBL: The Differential Impact of Assessment on Students' Approaches to Learning in Psychology, Computer Engineering, and Physiotherapy
    (English)Manuscript (preprint) (Other academic)
    Abstract [en]

    The present study is part of a comprehensive research project with the general aims of comparing how problem-based learning is realised in three different professional educational programmes. The specific aims of this study are to describe the impact of assessment on students' approaches to learning in the three programmes. The PBL programmes are a Master's programme in Psychology, Master's programme in Computer Engineering, and a Bachelor's programme in Physiotherapy. Data were gathered through semi-structured interviews, which were transcribed and analysed qualitatively. The results reveal both an idiosyncratic and a common pattern of categories describing the students’ approaches to learning. The idiosyncratic categories Confronting of perspectives, Reaching consensus, and Clinical reasoning appear to reflect fragments of the kinds of knowledge that are valued and sought-after within Psychology, Computer Engineering and Physiotherapy, respectively. The categories Reflecting, Memorising and Tactical planning appear across all three programmes, portraying deep as well as surface and strategic approaches to learning.

    Keywords
    problem-based learning, comparative study, student's perspective, assessment, approaches to learning, qualitative analysis
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-54138 (URN)
    Available from: 2010-02-25 Created: 2010-02-25 Last updated: 2013-09-03Bibliographically approved
  • 11.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Preparing for the exam: Students' strategies and approaches to learnin gin computer engineering, physiotherapy and psychology at Linköping University2000In: Universitetspedagogisk konferens: CUL-dagen 2000,2000, Linköping: Linköpings universitet , 2000, p. 130-132Conference paper (Other academic)
  • 12.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    The Forum, the Clinic and the Qualification Franchise2007In: Meaning, Relevance and Variation. The second nordic conference on adult learning,2007, 2007Conference paper (Other academic)
    Abstract [en]

    This study takes as its point of departure a pedagogical perspective on teaching practices in three different institutional contexts for adult learning. The pedagogical perspective applied could also be labeled as didactic, here drawing on the German term didaktich and the influence of German educational traditions and language on the educational traditions in the Nordic countries. A didactic perspective on adult learning has pragmatically been described as an action-oriented theorizing about education, between what is universal and what is context specific. It focuses on the relationships between what is enacted in the class-room, (the -how--question of teaching), the choice of content subjected to teaching (the -what--question of teaching), and beliefs about the purpose of education (the -why-- question of teaching). Research projects with a didactical perspective in this sense, focusing on the pedagogical process or spanning across different institutional arenas of adult education are, however, still sparse. The present multiple case study is an attempt at using the didactical perspective analytically in empirical field studies of teaching practices in different institutional contexts, i.e. a folk high school, a university programme and a municipality adult education institution (Komvux) in Sweden. Participant observations in class-rooms have been combined with interviews with the teachers. The metaphors The Forum, The Clinic, and The Qualification franchise have been used as a tool to interpret, explore and illustrate three typical patterns in teaching practices that cut across the different institutional contexts. The interpretation is related to previously identified and typical lines of reasoning in international literature on adult learning.

  • 13.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    The impact of formal education and professional experience on physiotherapy students' ways of experiencing the patient encounter.1997In: Research and Development in Problem-based learning. Integrity, Innovation, Integration.,1997, Brisbane: Australian Problem Based Learning Network , 1997, p. 15-Conference paper (Refereed)
  • 14.
    Abrandt Dahlgren, Madeleine
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Torget, Kliniken och Meritagenturen: Didaktik för vuxna i praktiken2008 (ed. 1)Book (Other academic)
    Abstract [en]

    Human resources are the social capital of a firm or business, based on trust as well as on expertise, values, and cultural diversity. This calls for cross-cultural knowledge — an understanding of gender issues and individual differences in the social capital of the firm and society. The dialogue between women entrepreneurship and social capital theory/ research strengthens the fragmented voice of women entrepreneurship, providing the landscape for women entrepreneurs as creators of, and created by, social capital. It indicates how women entrepreneurs appear to have a special position in forming, developing, and reorganizing the social capital in the business world. This book explores social capital in the multiple relationships between gender, management, and entrepreneurship. Twenty-six researchers, representing a variety of disciplines from different parts of the world, provide findings on diverse aspects of the dialogue between women entrepreneurship and social capital. As a consequence, the central concepts — social capital, entrepreneurship, and gender — are given a variety of meanings. Women entrepreneurs and business owners — regardless of their cultural context, branch, and education — provide interesting ideas to the global debate on equality and social capital.

  • 15.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Triple Jump1992In: Sjukgymnasten, ISSN 0037-6019, Vol. 2, no Vetenskapligt supplement, p. 20-28Article in journal (Other (popular science, discussion, etc.))
  • 16.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Ways of experiencing the patient encounter1999In: 13th International Congress of the World Confederation of Physical Therapists,1999, 1999Conference paper (Other academic)
  • 17.
    Abrandt Dahlgren, Madeleine
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Ängslyckans sjukgymnastik1995In: Sjukgymnasten, ISSN 0037-6019, Vol. 2, no Vetenskapligt supplementArticle in journal (Other (popular science, discussion, etc.))
  • 18.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Educational Sciences.
    Almquist, Andreas
    Psychiatric Clinic, Central Hospital, Västerås, Sweden.
    Krook, Johan
    Division of Physiotherapy, Tranås, Sweden.
    Physiotherapists in Balint Group Training.2000In: Physiotherapy Research International, ISSN 1358-2267, E-ISSN 1471-2865, Vol. 5, no 2, p. 85-96Article in journal (Refereed)
    Abstract [en]

    Background and PurposeBalint group training (BGT) is a method widely used for enhancing understanding of the relationship and communication between health professionals and their patients. Participants meet in small groups, on a regular basis, with a tutor to discuss their experiences of problem cases. The method was originally developed in the 1950s for enhancing understanding of the doctor-patient relationship. Few studies have focused on BGT and physiotherapists. The aim of the present study was to describe and analyse physiotherapists' experiences of participation in BGT as a means of learning and understanding the physiotherapist-patient relationship.MethodSemi-structured, in-depth interviews were conducted with three physiotherapists working in private practice, all participating in BGT. The intervews were transcribed and subjected to a qualitative analysis.ResultsThe results are presented in a sequential model, featuring eight themes in which the physiotherapists' experiences of the training process are portrayed.ConclusionsThe results suggest that BGT and sharing the experiences of others may be considered a way of enhancing understanding of the patient encounter in clinical practice, possibly to the benefit of physiotherapists and their patients

  • 19.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Castensson, Reinhold
    Linköping University, The Tema Institute.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Problem based learning in environmental sciences - an evaluation1995In: International Conference on Problem-based Learning in Higher Education: Interfaculty, Program-oriented and General Experiences,1995, 1995Conference paper (Other academic)
  • 20.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Castensson, Reinhold
    Linköping University, The Tema Institute.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Problembaserad inlärning - PBI - i miljövetenskaplig grundutbildning. Utvärdering av resultat och erfarenheter.1995Report (Other academic)
  • 21.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Castensson, Reinhold
    Linköping University, Department of Thematic Studies, Department of Water and Environmental Studies. Linköping University, Faculty of Arts and Sciences.
    Dahlgren, Lars-Ove
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Problembaserad inlärning - PBI - i miljövetenskaplig grundutbildning: Utvärdering av resultat och erfarenheter1994Report (Other academic)
  • 22.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Dahlgren, Lars Owe
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Laginder, Ann-Marie
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    I takt och otakt: om teori och praktik2009In: Lärande på vuxnas vis: vetenskap och beprövad erfarenhet, Lund: Studentlitteratur , 2009, 1, p. 43-59Chapter in book (Other academic)
    Abstract [sv]

    Denna bok belyser och jämför flera gemensamma brännpunkter i kommunal vuxenutbildning, folkhögskola och högskola: till vilka utbildningarna riktas, hur de utformas didaktiskt, hur de studerande betygssätts och bedöms. Författarna använder konkreta exempel när de diskuterar bland annat utbildares och studerandes perspektiv på dessa områden. Boken riktar sig till blivande och verksamma personalvetare, yrkes- och studievägledare samt pedagoger.

  • 23.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Between legitimacy and scepticism. Students' conceptions of science.1997In: Research and Development in Problem-based learning. Integrity, Innovation, Integration.,1997, Brisbane: Australian Problem Based Learning Network , 1997Conference paper (Refereed)
  • 24.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Portraits of PBL: Students' perspectives of PBL in three academic settings1999In: 5th International Conference on PBL,1999, 1999Conference paper (Other academic)
  • 25.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Educational Sciences.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Portraits of PBL: Students' experiences of the characteristics of problem-based learning in physiotherapy, computer engineering and psychology2002In: Instructional science, ISSN 0020-4277, E-ISSN 1573-1952, Vol. 30, no 2, p. 111-127Article in journal (Refereed)
    Abstract [en]

    The present study is part of a comprehensive research project with the general aims of comparing how problem-based learning is realised in three different professional educational programmes. The specific aims of this study are to describe and analyse how students in the three different programmes conceive of the meaning of problem-based learning and how they experience their studies within a problem-based learning programme. The PBL programmes are a Bachelor's programme in Physiotherapy, a Master's programme in Psychology, and a Master's programme in Computer Engineering. Data were analysed qualitatively. The results reveal differences in how the students in the three programmes conceive of their autonomy as learners, co-operation with their counterparts and the authenticity of the learning task. The findings possibly also reflect the taken-for-granted perspectives of knowledge, embedded in the cultures of the professional practices and the scientific disciplines to which the programmes pertain.

  • 26.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Håkan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Johansson, K.
    Students as Journeymen between Cultures of Higher Education and Work2003In: NFPF,2003, 2003Conference paper (Refereed)
  • 27.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Håkan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Transition from higher education to work life2005In: AARE,2005, 2005Conference paper (Other academic)
  • 28.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Håkan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Johansson, K.
    The transition from higher education to work life: a comparison between a problem-based learning programme and conventional programmes in higher education2005In: NEERA conference,2005, 2005Conference paper (Other academic)
  • 29.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hult, Håkan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Hård af Segerstad, Helene
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Educational Sciences.
    Johansson, Kristina
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    The transition from higher education to worklife: The outcomes of a PBL programme and a conventional programme2005In: PBL in Context. Bridging Work and Education,2005, Tampere: Tampere University Press , 2005, p. 23-Conference paper (Refereed)
    Abstract [en]

    PBL IN CONTEXT - BRIDGING WORK AND EDUCATION The aim of the conference is to provide an innovative international forum for discussion and for generating and sharing new ideas for the pedagogical development of working life and education. We welcome teachers from different disciplines, researchers, developers and trainers of working life to come together to the land of the midnight sun. The main themes of the conference are Problem-based learning in context: * Epistemology and Praxis * Curriculum and learning environments * Professional Development and Learning management * Evaluation and Assessment The conference is also a continuation for PBL conferences organized 1995 and 2000 by University of Linköping, Sweden.

  • 30.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Karseth, B.
    Lababidi, T.
    Cackowska, M.
    Hård af Segerstad, Helene
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Freshmen Students on Education and Work2002Report (Other academic)
  • 31.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Walters, Shirley
    University of Western Cape.
    Making the invisible visible. On participation and communication in a global, web-based master's programme2006In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 52, no 1, p. 69-93Article in journal (Refereed)
    Abstract [en]

    This study focuses on the discourse of an intercontinental on-line Master's programme in adult learning, using English as the lingua franca of the programme and involving four collaborating universities in Sweden, South Africa, Canada and Australia. The programme is highly interactive, emphasising communication between students. Taking the variation in participation as the point of departure, a discourse analysis aiming at analysing the contingencies contributing to the pattern of communication in the programme was undertaken. Data consist of a variety of texts on-line web-documents, written notes, and narratives that participants wrote about their lives related to participation in the programme. The use of English as the lingua franca contributed to a mistake anxiety, which for some students was hampering their communication in the programme. Aspects of the material world such as the vast differences in the efforts and costs for participating in the programme were also highly interrelated to the shaping of socio-culturally situated identities among the students and thereby contributing to the variation in frequency in participation. The results show that the official discourse of the programme as a text, with its emphasis on equity, change and development, gets subordinated to the discourses produced and reproduced by the students in the programme as a discursive practice and social practice. The students' accounts reveal that there are fragments of an alternative discourse emerging, based on mutual concern and friendship, which might suggest a potential for changing the communicative patterns in the programme.

  • 32.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Larsson, Staffan
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Walters, Shirley
    University of Western Cape, Cape Town, South Africa.
    Understanding voices as text: Discerning discourses in an intercultural learning environment2006In: Standing Conference on University Teaching and Research in the Education of Adults,2006, 2006Conference paper (Other academic)
  • 33.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Petocz, Peter
    Macquarie University, Sydney.
    Reid, Anna
    Macquarie University, Sydney.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Preparation for professional work? A meta-analysis of two international research projects on the transition from higher education to work life2007In: 5th International Conference on Researching Work and Learning,2007, Cape Town: University Press , 2007Conference paper (Refereed)
    Abstract [en]

     How do students experience their formal studies in preparation for professional work? This common research interest was the incentive to explore the intersections between two large international research projects that both build on a large number of interviews with students about their conceptions of learning and work in different disciplines and professional areas. Analysis of the Swedish and Australian data sets showed the important interplay between students' individual ideas about learning and future work within their workplace. Through the use of techniques of qualitative meta-analysis, we have linked the results from both projects and constructed a model of significant features of professional learning. In this paper, we apply the model to one case study from each of the research projects, and in turn use these case studies to illuminate the model. The model shows how students may be inclined towards the development of professional identities and engagement with their studies and profession, depending on the relationships between the students- perceptions of learning for work and their views of professional knowledge. We suggest that the model can be used to investigate the nature of professionally oriented knowledge, but also as a means to analyse the impact of higher education, curriculum planning and teaching for professional formation.  

  • 34.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Reid, Anna
    Faculty of Education Macquarie University, Sydney.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    petocz, Peter
    Macquarie University, Sydney.
    Identity and Engagement for professional formation2007In: Meaning, Relevance and Variation. The second nordic conference on adult learning,2007, 2007Conference paper (Other academic)
    Abstract [en]

     Students entering university have notions surrounding their future professions. In someinstances the profession has a high social status and the work in that area is well known, inother areas the nature of professional work is opaque. In this paper we discuss the ways inwhich students develop a sense of identity with their profession, how the nature of the profession impacts on identity formation, how students engage with learning based on their professional expectations, and how their pedagogic experience as a whole leads towards their professional formation. We suggest that Wenger-s community of practice models that highlight integrated or distributed forms of engagement may be enhanced through a consideration of dimensions of learning, identity formation and engagement with professionally encountered content. To explore these issues we combine the research outcomes of two international projects, the Journeymen and Professional Entity projects, involving over 500 students in a variety of discipline areas. Students in these projects participated in semi-structured interviews that focused their attention on their understanding and experience of professional work, and the way in which their learning contributed to the development of their professional identities.Identity formation and engagement can be seen to be a relation with the students- learning experience - which in themselves build up an expectation of the intending profession - and the manner in which they anticipate or practice in professional working life. We postulate that students- views of their profession and their pedagogic experiences combine to incline themtowards a clear or diffuse sense of professional engagement. 

  • 35.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Richardson, Barbara
    Kalman, Hildur
    Re-defining the reflective practitioner2004In: Developing Practice Knowledge for Health Professionals / [ed] Joy Higgs, Barbara Richardson, Madeleine Abrandt Dahlgren, Oxford: Butterworth & Heineman , 2004, p. 15-34Chapter in book (Other academic)
    Abstract [en]

    The current climate of accountability and public scrutiny in the health and social care professions demands a high level of responsibility by health professionals in terms of understanding, updating and credibly using their professional knowledge. To achieve this, health professionals need to acknowledge the wide variety of sources from which their knowledge is generated: they need a sound working knowledge of practice epistemology which investigates the nature of knowledge and knowledge generation which underlies practice. The call from community, governments and employers is for evidence-based practice with the expectation that health professionals fully understand the knowledge which underpins their practice and can therefore justify their practice. This book examines the nature, generation and development of professional knowledge in the health professions, with particular emphasis on physiotherapy, occupational therapy, medicine and nursing. It is a user-friendly resource book accessible for practitioners, clinical educators, tertiary educators, research students and researchers. What constitutes practice knowledge? How is this knowledge created and developed?What roles do health professionals play in understanding and developing their practice knowledge? Readers, whether from a practice, education or research background, are invited to consider the implications of these questions for their practice. More than ever, the rapidly changing worlds of work and society are providing many challenges to the adequacy of the knowledge bases of the health professions and the capacity of health professionals to critique and develop their knowledge to meet community needs. These issues are explored in this book.

  • 36.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Richardson, Barbara
    Sjöström, Björn
    Professions as communities of practice2004In: Developing Practice Knowledge for Health Professionals / [ed] Joy Higgs, Barbara Richardson, Madeleine Abrandt Dahlgren Higgs, Joy, Oxford: Butterworth & Heineman , 2004, p. 71-88Chapter in book (Other academic)
    Abstract [en]

    The current climate of accountability and public scrutiny in the health and social care professions demands a high level of responsibility by health professionals in terms of understanding, updating and credibly using their professional knowledge.To achieve this health professionals need to acknowledge the wide variety of sources from which their knowledge is generated: they need a sound working knowledge of practice epistemology which investigates the nature of knowledge and knowledge generation which underlies practice. The call from community, governments and employers is for evidence-based practice with the expectation that health professionals fully understand the knowledge which underpins their practice and can therefore justify their practice.This book examines the nature, generation and development of professional knowledge in the health professions with particular emphasis on physiotherapy, occupational therapy, medicine and nursing. It is a user-friendly resource book accessible for practitioners, clinical educators, tertiary educators, research students and researchers.What constitutes practice knowledge? How is this knowledge created and developed? What roles do health professionals play in understanding and developing their practice knowledge?Readers, whether from a practice, education or research background, are invited to consider the implications of these questions for their practice. More than ever the rapidly changing worlds of work and society are providing many challenges to the adequacy of the knowledge bases of the health professions and the capacity of health professionals to critique and develop their knowledge to meet community needs. These issues are explored in this book.

  • 37.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Department of Behavioural Sciences.
    Öberg, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Environmental Science.
    Questioning to learn and learning to question: Structure and function of problem-based learning scenarios in environmental science education2001In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 41, no 3, p. 263-282Article in journal (Refereed)
    Abstract [en]

    In problem-based learning, scenarios relating to real life are used as a point of departure for the learning process. Even though the importance of suitable cases or scenarios in bringing about a fruitful learning process is emphasised in the literature, few studies focus on how they actually function in the learning process. This study focuses on how the scenarios used in a ten-week introductory course of a new four-year undergraduate programme in environmental science functioned in terms of the structure and content of the questions they evoked. Data were gathered through diary notes from nine groups of students, comprising 5-8 students per group. The data were subjected to a qualitative analysis aimed at describing the structure and content of the questions generated by the groups. Five different kinds of questions were identified and labelled, encyclopaedic, meaning-oriented, relational, value-oriented and solution-oriented. All scenarios generated questions pertaining to all five categories in all groups, but the emphasis varied. The results are discussed in relation to the design of scenarios, and in relation to students' approaches to learning.

  • 38.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Öberg, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Environmental Science.
    Questioning to learn and learning to question: Structure and function of PBL scenarios in environmental science education.2000In: Second International Conference on Problem-Based Learning in Higher Education,2000, 2000Conference paper (Other academic)
    Abstract [en]

    In problem-based learning, scenarios relating to real life are used as a point of departure for the learning process. Even though the importance of suitable cases or scenarios to bring about a fruitful learning process is emphasised in the literature, few studies focus on how they actually function in the learning process. This study focuses on how the scenarios used in a ten-week introductory course of a new four-year, undergraduate programme in environmental science functioned in terms of the structure and content of the questions they evoked. Data were gathered through diary notes from nine groups of students, comprising 5-8 students per group. The data were subjected to a qualitative analysis aimed at describing the structure and content of the questions generated by the groups. Five different kinds of questions were identified and labelled; A. Encyclopaedic, B. Meaning-oriented, C. Relational, D. Value-oriented and E. Solution-oriented.  All scenarios generated questions pertaining to all five categories in all groups, but the emphasis varied. The results are discussed in relation to the design of scenarios, and in relation to students’ approaches to learning.

  • 39.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Öberg, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Environmental Science.
    Real-life situations as a promotor of the learning process1999In: 5th auDes international conference in environmental sciences,1999, 1999Conference paper (Other academic)
  • 40.
    Abrandt Dahlgren, Madeleine
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    Öberg, Gunilla
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Thematic Studies, Environmental Science.
    Structure and function of PBL scenarios in environmental science education.1999In: Universitetspedagogisk konferens: CUL-dagen 1999,1999, Linköping: Linköpings universitet , 1999, p. 109-116Conference paper (Other academic)
  • 41. Abrandt, M.
    et al.
    Castensson, R.
    Dahlgren, Lars-Ove
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education.
    PBL from the teacher's perspective. Conceptions of the tutor's role within problem based learning.1998In: Higher Education, ISSN 0018-1560, E-ISSN 1573-174X, Vol. 36, p. 437-447Article in journal (Refereed)
  • 42. Adamson, L.
    et al.
    Lyxell, Björn
    Linköping University, Department of Behavioural Sciences.
    Identity during late adolescence: Personal future images1999In: Society for Research on Identity Formation 6th Annual Conference,1999, 1999Conference paper (Refereed)
  • 43.
    Adamson, Lena
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences.
    Teachers' knowledge about adolescents - an interview study2000In: International Journal of Psychology, ISSN 0020-7594, E-ISSN 1464-066X, Vol. 35, no 3-4, p. 427-427Conference paper (Other academic)
  • 44. Adolfsson, R.
    et al.
    Karlsson, Thomas
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences, Cognition, Development and Disability.
    Minnesstörningar vid alkoholmissbruk ("Memory disturbances following alcohol abuse")1987In: Läkartidningen, ISSN 0023-7205, E-ISSN 1652-7518, Vol. 84, p. 3923-3926Article in journal (Refereed)
  • 45.
    Ahlgren, Thorbjörn
    et al.
    Luppen kunskapscentrum.
    Näslund, Johan
    Linköping University, Department of Behavioural Sciences. Linköping University, Faculty of Arts and Sciences.
    Kartläggning av barn i behov av stöd år 2002: Eksjö kommun2003Report (Other academic)
    Abstract [sv]

    Följande rapport bygger på enkätsvar från olika myndigheter i Eksjö kommun som har rapporterat de barn/ungdomar i åldern 0-18 år som man i sin verksamhet kommer i kontakt med och som man känner oro för, p.g.a. en ogynnsam utveckling. Tjugo förutbestämda kriterier användes för att beskriva orsaken till myndighetens oro. Myndigheterna har också rapporterat om de insatser som görs redan idag samt om man bedömer att det kan bli aktuellt med ytterligare insatser nu eller i framtiden.

    Totalt inrapporterades 842 barn och ungdomar. Socialförvaltningen rapporterade 78 barn och ungdomar, Barnavårdscentralen 30 barn och skolan 689 barn och ungdomar. Av 45 enkätsvar framgår det inte vem som är rapportör. Vid bearbetningen av insamlat material har 10 enkätsvar uteslutits eftersom de inte var tillräckligt ifyllda. 103 enkätsvar uteslöt för att de flerrapporterade barn och/eller ungdomar och 17 enkätsvar uteslöts eftersom de rapporterade ungdomar som inte är skrivna i Eksjö kommun. Slutligen kom 712 barn och ungdomar att ingå i kartläggningen. Detta är drygt 18,8 % av alla aktuella barn och ungdomar. Av dessa är en klar majoritet pojkar (446 dvs. 62,6 %). För hela målgruppen främst tre huvudorsaker som ger anledning till oro hos berörda myndigheter. Det är;

    1. Föräldrarna brister i omsorgen, i stödet till den unge eller möjligheten att ge stimulans pågrund av sociala, mentala, fysiska eller psykiska handikapp och/eller missbruksproblem. För130 (av 712) barn och ungdomar anser man att det är huvudorsaken till oro.
    2. Barn/ungdomar som är introverta (tysta, blyga, nedstämda, mutister). För 69 av (712) barnoch ungdomar är det huvudorsaken till att man känner oro.
    3. Föräldrars separation eller ständiga konflikter påverkar den unge negativt. För 66 av (712)barn och ungdomar är det huvudorsaken till att man känner oro.

    Resultatredovisningen visar att skolan är den myndighet vars insatser dominerande är det också så att olika insatser inom skolan dominerar. Vanligast är undervisning i liten grupp och olika typer av specialundervisning. Olika typer av anpassad studiegång är också en vanlig insats att möta barn och ungdomar med olika svårigheter. Även olika psykosociala åtgärder förekommer också t.ex. stödsamtal med skolsköterska eller kurator. Vanligast av socialförvaltningens insatser är kontaktperson/familj.

    Berörda myndigheter uppmanas också att föreslå olika typer av nya insatser för de rapporterade barnen och ungdomarna. Även här dominerar olika typer av skolinriktade insatser. Vanliga förslag är undervisning i liten grupp och/eller olika typer av specialundervisning. När socialförvaltningen anses vara ansvarig myndigheter för önskade insatser föreslår rapporterande myndigheter allt från olika typer av familjestöd till direkta förslag till omhändertagande och placering på behandlingshem.

  • 46.
    Ahlstrand, Elisabeth
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Arbetslaget: en arena för påbjudet och/eller informellt samarbete?1993In: NFPFs kongress,1993, 1993Conference paper (Other academic)
  • 47.
    Ahlstrand, Elisabeth
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Kulturer möts och påverkas2003In: Antologi Lagarbete och tidig läs- och skrivutveckling / [ed] Johan M Sandell; Birgitta Lidholt; Sverige Skolverket, Stockholm: Skolverket , 2003, p. -109Chapter in book (Other academic)
    Abstract [sv]

    Olika modeller för samarbete, samverkan och integration mellan förskole-, skolbarnsomsorgs- och skolkulturerna har utretts och debatterats under en följd av år.Syftet med integrationsreformen var att nya arbetsformer och ett gemensamt synsätt på barns och ungdomars utveckling och lärande från tidig ålder skulle utvecklas i mötet mellan de olika skol- och barnomsorgskulturerna.

  • 48.
    Ahlstrand, Elisabeth
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings. Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Lärares samarbete över professionsgränser2007In: Forskning om lärares arbete i klassrummet / [ed] Kjell Granström, Stockholm: Myndigheten för skolutveckling , 2007, p. 127-138Chapter in book (Other academic)
    Abstract [sv]

    Varje dag går en miljon elever och lärare till arbete i den svenska skolan. De allra flesta arbetar engagerat och når goda resultat. Eleverna lär sig, med stöd från sina lärare, läsa, skriva och räkna. De skaffar sig kunskap om sociala och naturvetenskapliga fenomen. De utvecklar kreativitet och estetisk kompetens. Naturligtvis finns både elever och lärare som upplever svårigheter i detta arbete, men de allra flesta får uppleva att arbetet fortskrider på önskat sätt. Den här boken handlar om elevernas och lärarnas arbete i klassrummet när det gäller skolans primära uppgift; att ge möjlighet till lärande och utveckling. Den handlar om arbetet med grundläggande färdigheter och lärande, om läraren som arbetsledare och ansvarig för val av arbetsformer, läxor, möblering liksom deras arbete med värdefrågor, genusfrågor och konfliktlösning. Den handlar också om lärares inbördes samarbete. Kort sagt en bok som handlar om lärarens breda uppdrag. Boken är skriven av forskare som alla arbetar med lärarutbildning och som själva har erfarenheter från arbete i skolan.

  • 49.
    Ahlstrand, Elisabeth
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    New demands - new culture? Collaboration between primary school teachers, pre-school teachers and recreation instructors in teacher teams1999In: The Biennial Conference of the International Study Association on Teacher Thinking,1999, 1999Conference paper (Other academic)
  • 50.
    Ahlstrand, Elisabeth
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Passionate Enquiry and School Development1997In: Teachers and Teaching: theory and practice, ISSN 1354-0602, E-ISSN 1470-1278, Vol. 3, no 2Article in journal (Other academic)
1234567 1 - 50 of 2147
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